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附带习得是二语学习者积累词汇量的学习方法之一,研究不同口头任务对初中词汇附带习得的影响有现实意义。84名英语水平相当的初中生在阅读完相同的故事后,分组进行了三种不同的口头任务:用目标词编故事,用目标词造句和复述阅读材料故事大意。结果显示:与造句组和复述组相比,编故事组附带习得了更多的英语生词。而造句组和复述组对目标词进行了基本相当的词汇附带习得,没有统计学意义上的显著差异。本研究结论部分地支持了深加工理论,对中学英语词汇教学有一定借鉴意义。
Incidental acquisition is one of the learning methods for L2 learners to accumulate vocabulary. It is of practical significance to study the impact of different verbal assignments on collateral acquisition of junior high school vocabulary. After reading the same story, 84 junior high school students with similar English proficiency conducted three different verbal assignments: making stories with target words, making sentences with target words, and rehearsing the story of the material. The results showed that more English words were acquired incidentally in the story-telling group than in the sentence-making group and the retelling group. However, the sentence group and the rehearsal group carried out the incidental acquisition of the target words with no significant difference statistically. The conclusion of this research partially supports the theory of deep processing, which is of some reference to English vocabulary teaching in middle school.